Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes

Autor/inn/en	Herman, Keith C.; Hickmon-Rosa, Jal'et; Reinke, Wendy M.
Titel	Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes
Quelle	In: Journal of Positive Behavior Interventions, 20 (2018) 2, S.90-100 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300717732066
Schlagwörter	Anxiety; Stress Variables; Teacher Burnout; Self Efficacy; Coping; Outcomes of Education; Statistical Analysis; Positive Behavior Supports; Prevention; Intervention; Academic Achievement; Elementary School Students; Elementary School Teachers; Behavior Problems; Measures (Individuals); Achievement Tests; Maslach Burnout Inventory; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Angst; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Self-efficacy; Selbstwirksamkeit; Bewältigung; Lernleistung; Schulerfolg; Statistische Analyse; Prävention; Vorbeugung; Schulleistung; Elementary school; Grundschule; Volksschule; Lehrende; Messdaten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Understanding how teacher stress, burnout, coping, and self-efficacy are interrelated can inform preventive and intervention efforts to support teachers. In this study, we explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achievement. Participants in this study were 121 teachers and 1,817 students in grades kindergarten to fourth from nine elementary schools in an urban Midwestern school district. Latent profile analysis was used to determine patterns of teacher adjustment in relation to stress, coping, efficacy, and burnout. These profiles were then linked to student behavioral and academic outcomes. Four profiles of teacher adjustment were identified. Three classes were characterized by high levels of stress and were distinguished by variations in coping and burnout ranging from (a) high coping/low burnout (60%) to (b) moderate coping and burnout (30%), to (c) low coping/high burnout (3%). The fourth class was distinguished by low stress, high coping, and low burnout. Only 7% of the sample fell into this Well-Adjusted class. Teachers in the high stress, high burnout, and low coping class were associated with the poorest student outcomes. Implications for supporting teachers to maximize student outcomes are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01